Running head: Cloud Business Logistics WPL Overview

AEDT 3120U
Assignment Two-PBL 1: Cloud Business Logistics Workplace Learning Overview
Andrew Dunlop - 100599690
Anthony King - 100326626
Diane Gibson - 100604952
Kristina Nieminen - 100293928
Kristina Opashinov - 100259865
University of Ontario Institute of Technology

Cloud Business Logistics WPL Overview

2

WPL Overview
Cloud Business Logistics (CBL) is a high-end technological company that focuses on
developing cloud-based solutions for companies to support their daily global business
operational needs. CBL is currently a small company that is quickly expanding in popularity with
International companies. With their success they will need to hire new employees to support
their growth; they currently have 25 employees and are looking to expand their company by
hiring up to 50 new hires.
Withorg.
WPL Approach
With hiring new employees comes an organization's responsibility to provide the proper
onboarding legislative and corporate productivity training. After many discussions, CBL has
decided to approach WPL with non-formal onboarding training as there is no formal curriculum
beyond what is specified in mandated legislation and corporate standard operational procedures
(S.O.P.s).
WPL Rationale
Non-formal workplace learning was chosen because the mandated new employee
training does not result in a credential, it is specific to the needs of the HR department. With that
in mind, CBL will focus their workplace learning plan to reflect learning objectives specific to
their organizational needs. When considering the development of the workplace learning plan
CBL realizes that all the legislative and corporate (which includes S.O.P) training are not
transferable to another organization.
The measurables for the WPL will vary depending on the learning objectives that are
created. Legislative versus corporate education will determine the impacts on the organizational
measurable outcomes. With the exception of S.O.P.s, the training will not have any direct

Cloud Business Logistics WPL Overview

3
impact on productivity and performance so only a notification that the training has been
completed will be recorded in the employee record. For example CBL could use off the shelf
AODA training (http://www.ohrc.on.ca/en/learning/working-together-code-and-aoda)
and WHIMS (http://whmis.net/). For S.O.Ps CBL may need to hire a offsite contractor to create
custom training materials.
WPL Theories
Cloud Business Logistics is currently looking at how the learning theories work into their
non-formal WPL approach. The two approaches they want to reflect in their workplace learning
are: Behaviourism and Cognitivism.
A traditional behaviourism approach to learning is used throughout new employee
training; individuals are passive, they are told the information they need to know in a lecture
style module and quizzed on their knowledge at the end. There are also elements of cognitivism
that are present in onboard training; these include: mental processes such as thinking,
memory, (and) knowing (Learning Theories, 2016) . The individual is to take the information in
and process it, which should lead to knowledge retention.
The focus of new employee onboard training is mostly teacher centered: the teacher
talks, while the students exclusively listen. In this case online modules are the teacher, the
information is given to new employees who are responsible for understanding and retaining the
information. This approach to employee education is beneficial because every student learns in
their own way; they are able to take the information away and process it within their own
perspective. It is also favourable because it ensures the new employees will not miss important
topics.

WPL Challenges
During the development of the workplace learning plan CBL identified the main
challenges with their approach for the onboarding training and determining measurable

Cloud Business Logistics WPL Overview

4
outcomes. One of the main challenges that they face is that it will be a teacher-centred
approach. This approach would have a direct impact on employee retention of the materials
The challenge that is seen in the teacher centered learning approach is that it doesnt
allow the new employees to ask questions or to put the information into context; they are not
able to direct their own learning.
Once CBL delved deeper into the challenges created by the teacher-centred approach,
they realized the impact it has on content retention. CBL has heard rumours about employees
claiming to not have learned anything about the onboarding material due to Googling answers
instead of fully engaging in the modules.
Retention is an important factor as another challenge with behaviourism is the difficulty
in objectively measuring the success of the training. If the critical behaviours are not adopted, a
behaviourist will attribute this to non-use. This can make it difficult to gauge the success of the
training.
This presents a challenge for the employees of CBL as the onboard training is mandatory but
may not be often used. Many employees may have difficulty retaining what they learned in this
situation due to seldomly using the training. The employees do not receive extra pay or any
certification for this training; nor does the employer promote the training beyond telling the
employee to complete it and move forward. There is very little incentive for the employee to
retain this knowledge when it isnt tied to any objective nor are they recognized for their
adoption of the behaviour in any way.

Cloud Business Logistics WPL Overview

5

References
Ertmer, P. A., Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: comparing
critical features from an instructional design perspective. Performance
Improvement Quarterly, 26(2), 4371.http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/peggy_2013
_comparing_critical_features.pdf
Fordham, P. (1993). Informal, non-formal and formal education programmes in YMCA
George Williams College ICE301 Lifelong learning, Unit 1 Approaching lifelong
learning. London: YMCA George Williams College. Available in the informal
education archives. Retrieved on September 28. 2016 from
http://infed.org/mobi/informal-non-formal-and-formal-education-programmes/
Learning Theories. (n.d.). Retrieved October 2, 2016 from https://www.learningtheories.com/cognitivism.html
Learning Theories. (n.d.). Retrieved October 2, 2016 from https://www.learningtheories.com/constructivism.html
Smith, M. K. (2001). What is non-formal education?, the encyclopaedia of informal
education. Retrieved on September 28, 2016 from http://infed.org/mobi/whatis-non-formal-education
Wendyppp. (2012). Constructivist learning theory; pros and cons. Retrieved September
30, 2016 from http://www.brighthubeducation.com/teaching-methodstips/76645-pros-and-cons-of-constructivist-learning-theory/